The Pastoral System
We believe that a supportive pastoral system plays an essential part in creating an orderly, purposeful and caring atmosphere in which all individuals can do their best. The school has an enviable reputation for the support it gives to students.
Your child’s Form Tutor is the expert, in relation to your child. They will see your child regularly, liaise with your child, receive information about your child from other staff, be aware of strengths and areas for development. Should you have any concerns, your child’s Form Tutor should be your first point of contact.
Pupil Progress Co-ordinator (KS3) / Head of Year (Year 5 and Year 6)
The Pupil Progress Co-ordinator/Head of Year work closely with the year group tutors and their primary concerns are the academic progress and personal welfare of all the pupils in their year group. Pastoral Care in KS3 often builds upon the initiatives begun in KS2, with academic and social progress shared between the previous and new Form Tutor and Pupil Progress Coordinator/Head of Year, ensuring consistency during your child’s journey through the school.
The Positive Behaviour & Restorative Practice Policy clearly states our expectations with regard to behaviour. Whilst most pupils at Ralph Sadleir are happy, behave well and make good progress, some find establishing good working relationships and achieving their best presents more of a challenge. This is where the pastoral element becomes important for the pupil.
Pupils who need support are monitored closely so that appropriate intervention strategies can be introduced to aid pupil well-being, behaviour and learning. This can also be achieved with the help of the SENDCo and parents/carers will be involved as part of the process.
Behaviour and Attendance
In order to provide the best possible learning environment for pupils and staff, the school office will contact parents if we have concerns with regard to attendance and punctuality. Mr Morgan (KS3 Pupil Progress Co-ordinator) and School Attendance Officer, oversees attendance at a whole school level, which helps us to celebrate positive attendance and also to make interventions to improve attendance, where necessary.